- Effects of course-taking on choice of science and math majors were stronger for women than for men.
- For women, 8th-grade math test scores positively influenced math course-taking in high school, which in turn positively influenced later choice of science and math majors.
- The effect of taking calculus was particularly strong for women. Taking one high school unit in calculus more than doubled the odds of later choosing a science and math major.
- For men, completing high school physics had a significant positive effect on choice of science and math majors.
- Only physics had a significant positive effect for men on choice of science and math majors, and this effect was not particularly strong.
- Mathematics learning experiences seem to influence choice of science and math majors more for women, and science learning experiences seem to influence choice more for men.
- Increases in SES resulted in large increases in choice of science and math majors for Hispanic men and moderate increases for African American men. Regardless of SES, Asian/Pacific Islander men were comparatively high and White and Native American men were comparatively low in choice of science and math majors.
- Men’s intra-individual comparative perceptions of their math skills (math self-perceptions) had a relatively strong effect on choice of a science and math major. Also, the degree of computer use in high school had a positive effect for men. Neither of these effects was present for women.
- The processes of career choice for women and men seem to differ substantially, at least regarding choice of science and math majors and fields.